Academic Education Overview

Because of the varied backgrounds and interests of our students, we elect not to have a specific sequence of courses that must be followed by all students (i.e., a cohort model). Instead, individualized programs of study are designed for each student according to the ASHA standards and department guidelines. The Graduate Program Director works closely with each student to select courses that meet the certification requirements, align with the student's interests, and prepare the student for desired practicum experiences. All courses include specific knowledge and/or skill areas targeted for acquisition in the ASHA certification standards.  Therefore, students who meet the learning objectives set forth in their course work will have demonstrated the acquisition of the targeted knowledge and skills. 

The course syllabi will outline the instructional format and present the instructors' criteria for assessment and grading. The instructional process in courses will vary somewhat from instructor to instructor. Our courses include a variety of teaching methodologies including lecture, discussion, case-based learning, and guest speakers, among others. Some courses are designed in a seminar-style so that students develop skill in researching topics, presenting their findings to the class, and participating g in or leading class discussions. 

Course assignments include but are not limited to: research papers of various lengths, oral presentations, comprehensive projects, oral examinations, and written examinations. Formative and summative assessments are critical components of each course so that students demonstrate achievement of the learning objectives being targeted. Formative assessments are generally "low-stakes" assignments that provide feedback to monitor a student's learning (e.g., paper draft feedback, in-class reflections, tickets to leave, etc.). Summative assessments are intended to evaluate student learning (e.g.., midterm/final exam, paper, final projects, etc.). 

Remediation activities are required for students who do not initially meet the targeted course objectives. Students may be required to re-do an assignment, meet with the instructor, and/or complete additional coursework when competency in a particular knowledge area has not been established. All major assignments and assessments falling below a B will require remediation (this includes work in the B- range and below). Upon completion of remediation, the original grade remains in place. 

Extended students and traditional students with deficiencies  to make up must also obtain a B or higher grade in all foundational courses (undergraduate level) courses.